Paper Contents
Abstract
This qualitative research explored the lived experiences of autistic learners and their parents in coping with English as a medium of instruction (EMI) in elementary and secondary education in the Philippines. While EMI was implemented to strengthen English proficiency and global competitiveness, it posed significant challenges for students with Autism Spectrum Disorder (ASD), who commonly experienced difficulties in communication, social interaction, and adapting to academic routines. Using Colaizzis phenomenological method, the study analyzed in-depth interviews to capture the cognitive, emotional, and social struggles brought about by English-based instruction. Participants revealed challenges in language comprehension, limited classroom participation, and emotional distress, often worsened by a lack of individualized support.Despite these barriers, autistic learners, with the active involvement of their parents, developed coping strategies such as lesson translation at home, visual learning tools, and seeking help from empathetic teachers. The findings emphasized the critical role of parental mediation and the need for inclusive, culturally sensitive instructional strategies. By giving voice to the perspectives of both learners and parents, the study underscored the importance of revisiting educational policies to accommodate the linguistic and developmental needs of learners with ASD and to promote equitable learning environments in English-medium schools.Keywords:Autism Spectrum Disorder (ASD), English as a Medium of Instruction (EMI), Colaizzis phenomenological method, Elementary and secondary learners, Social interaction difficulties, Parent-learner perspectives
Copyright
Copyright © 2025 Reneileen Saldo. This is an open access article distributed under the Creative Commons Attribution License.
